MANUAL  TRAINING  REPRINTS 

Edited  by  Charles  A.  Bennett, 

Professor  of  Manual  Arts,  Bradley  Polytechnic  Institute,  Peoria,  Illinois 


COPING  SAW  WORK 


By 


Ben  W.  Johnson 

Supervisor  of  Manual  Training,  Seattle,  Washington 


FOURTH  EDITION 


THE  MANUAL  ARTS  PRESS 

PEORIA,  ILLINOIS 

1916 


« 


COPYRIGHT 

Ben  W.  Johnson 

1908 

The  Manual  Arts  Press 

1909 


&  //•a  i; 


37/.  7  £ 

~  b  H  <L  y 


* 


MANUAL  TRAINING  REPRINTS. 


"O 

111 

ii 

V 


0 

o 

5 


r 

r~ 


The  persistent  demand  for  certain  numbers  of  the  Manual  Train¬ 
ing  Magazine  has  led  to  the  conclusion  that  some  of  the  articles  in  these 
numbers  ought  to  be  reprinted.  Moreover,  it  is  believed  that  from  time 
to  time  in  the  future  the  Magazine  will  publish  articles  which  owing  to 
their  special  value  ought  to  be  reprinted  soon  after  they  appear  in  the 
Magazine. 

To  supply  this  evident  need  the  Manual  Training  Reprints  have 
been  planned  and  will  be  issued  at  irregular  intervals  as  the  demand  may 
warrant. 

The  Reprints  will  be  arranged  in  two  series,  as  follows: 

Series  A.  Illustrated  articles  of  special  practical  value  for  class  use. 

Series  B.  Discussions  having  special  permanent  value,  or  such  as 
supply  needed  data  to  students  preparing  to  become  teachers. 

Those  already  published  are  the  following: 

SERIES  A. 

No.  1.  The  Construction  and  Flying  of  Kites.  By  Charles  M. 
Miller. 

No.  2.  Coping  Saw  Work.  By  Ben  W.  Johnson. 


. 


o 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/copingsawwork00john_0 


INTRODUCTION 


MANY  a  teacher  can  recall  his  boyhood  enthusiasm  in  getting  a 
subscriber  to  the  Youth's  Companion  in  order  to  secure  the 
prize  of  a  bracket-saw  and  collection  of  designs.  He  can  also 
recall  the  busy,  happy  hours  spent  with  that  saw,  how  he  mastered  one 
difficulty  after  another  until  finally  he  could  saw  out  the  parts  of  an 
intricate  pattern  and  fasten  them  together  neatly  and  securely.  As  these 
early  experiences  are  brought  to  mind  he  is  likely  to  ask  himself  this 
question:  “If  the  use  of  the  bracket-saw  stimulated  so  much  effort  in 
me  and  was  the  means  of  so  much  good  training,  why  should  not  this 
tool  be  utilized  in  our  manual  training  classes  at  the  present  time?” 
Many  attempts  have  been  made  to  answer  this  question  by  showing 
schemes  of  work  involving  a  saw  of  this  general  type,  whether  called 
bracket-saw,  fret-saw,  or  coping-saw,  but  no  one  has  presented  so  con¬ 
vincing  an  answer  as  B.  W.  Johnson  in  his  “Coping  Saw  Work.” 
Other  schemes  have  been  suited  to  special  schools,  working  under  favor¬ 
able  conditions,  but  Mr.  Johnson’s  has  been  adapted  to  the  public  schools 
of  a  large  city  and  developed  in  the  spirit  of  modern  pedagogy. 

In  the  introductory  part  of  his  article,  Mr.  Johnson  refers  to  the 
Eva  Rohde  System.  In  February,  1891,’ Miss  Rohde  of  Gothenburg, 
Sweden,  wrote  a  brief  chapter  on  her  “Model  Series”  which  was  pub¬ 
lished  the  following  year  by  the  American  Book  Co.  in  “The  Sloyd 
System  of  Woodworking,”  by  B.  B.  Hoffman.  This  series  was  an  at¬ 
tempt  to  bring  the  benefits  of  sloyd  down  to  children  from  five  to  eight 
years  of  age.  The  course  consisted  of  small  toy  representations  of 
household  articles,  a  leaf  form,  a  fish,  and  the  acrobat  model.  Two 
years  later,  1893,  full-size  drawings  of  her  revised  series,  involving 
many  animal  forms — some  of  them  with  joints,  as  the  pig,  horse,  boy, 
soldier,  and  sawyer — with  text  in  Swedish  and  English,  were  published 
in  Gothenburg,  and  the  same  year  a  photograph  of  the  models  was  pub¬ 
lished  by  the  State  of  Massachusetts  in  the  report  of  the  Commission 
appointed  to  investigate  existing  systems  of  manual  training  and  indus¬ 
trial  education.  In  this  same  report  was  published  a  sixth-grade  course 
by  Frank  M.  Leavitt,  which  involved  “flat  work”  in  which  a  bracket- 
saw  was  freely  used.  At  this  time  an  experimental  course  involving 


MANUAL  TRAINING  REPRINTS . 


the  bracket-saw  was  being  developed  at  Teachers  College,  New  York 
City.  The  two  latter  courses  were  confined  to  geometric  forms.  The 
same  was  largely  true  of  the  fret-saw  work  in  the  “Berlin  Course  of 
Easy  Woodwork,”  translated  and  published  in  London  by  O.  Newman 
&  Sons  in  1895,  tho  in  this  course  a  strong  appeal  was  made  to  the 
constructive  interests  by  bringing  into'  the  series  of  models  a  wagon,  a 
cart,  sand  mill,  bird  house,  steps,  sled,  windmill,  bow-gun  and  even  the 
acrobat.  At  Pratt  Institute  Frank  H.  Pierce  has  developed  a  scheme 
of  work  giving  emphasis  to  problems  with  freehand  outlines  similar  to 
some  of  the  animal  forms  found  in  the  Eva  Rohde  System.  And  now 
comes  Mr.  Johnson’s  scheme,  which  demonstrates  that  he,  more  than 
any  of  the  rest  of  us,  has  caught  the  play  spirit — the  child’s  point  of 
view,  in  this  work.  He  has  given  us  models  which  are  full  of  fun  for 
the  children,  afford  ample  means  for  training  in  form  study,  construc¬ 
tion,  invention,  and  careful  work.  Moreover,  his  course  involves  so 
many  mechanical  principles  that  he  might  with  considerable  propriety 
entitle  his  article  “Applied  Mechanics  for  the  Fourth  Grade.” 

— The  Editor. 


6 


COPING  SAW  WORK. 

OME  three  years  ago  the  need  arose  in  the  fourth  grade  for  a 
more  vigorous  and  adaptable  form  of  handwork  than  the  use  of 
raffia.  As  the  children  of  this  grade  based  much  of  their  work 
upon  local  geography,  history,  and  the  development  of  native  industries, 
of  which  lumbering  is  chief,  the  use  of  thin  wood  with  simple  tools  was 
suggested. 

We  had  seen  children  of  this  age  use  a  coping  saw  successfully  in 
Miss  Langley’s  classes  at  the  School  of  Education,  Chicago  University, 
and  in  Mr.  W.  J.  Standley’s  work  in  the  Y.  M.  C.  A.  day  classes,  at 
Portland,  Oregon.  Our  problem  was  to  devise  a  suitable  equipment 
for  the  regular  teacher  to  use  with  forty-eight  children  in  the  ordinary 
classroom,  and  a  course  of  work,  teachable  in  her  inexperienced  hands, 
of  real  merit,  educationally,  in  the  development  of  the  child.  After 
experimenting  a  term  or  two  in  different  schools,  the  following  equip¬ 
ment  and  course  was  devised.  The  unusual  interest  and  delight  of  the 
children  in  this  work,  together  with  the  success  of  the  teacher  in  pre¬ 
senting  it,  led  to  its  adoption  for  all  the  fourth-grade  rooms  in  the 
city,  about  fifty  in  number. 


7 


MANUAL  TRAINING  REPRINTS. 


There  is  much  similarity  in  this  work  to  that  of  the  Eva  Rohde 
System,  taught  in  the  Praktiska  Arbetsskola  in  Gothenburg  as  early  as 
1891.  The  use  of  a  fret  or  coping  saw  for  most  of  the  cutting,  the  use 
of  a  pattern  or  template  laid  on  the  thin  wood  by  the  child  and  marked 
around,  and  the  use  of  toys  for  models  are  points  in  common.  The 


CHEST  FOR  HOLDING  EQUIPMENT. 

course  followed  here,  however,  requires  many  less  tools,  is  used  in  an  or¬ 
dinary  school  room  of  forty-eight  pupils  and  not  in  a  specially  equipped 
shop  with  only  fifteen  or  twenty  pupils,  as  in  Gothenburg,  also  less  con¬ 
sideration  is  given  to  the  sequence  of  model  and  tools  and  for  mechan¬ 
ical  and  geometrical  accuracy. 

The  equipment  consists  of  48  coping  saws,  48  saw  tables,  48  iron 
clamps,  2",  to  hold  the  table  on  the  desk,.  12  small  tack  hammers,  12 
half-round  cabinet  files,  12  eagle  compasses,  No.  576,  12  sloyd  knives, 
6  Stanley  try-squares,  4j/27,»  6  brad  awls,  and  1  pair  of  Bernard’s 
cutting  pliers.  For  supplies  the  following  is  required :  Wire  brads 
Y%"  and  Yz"  No.  20,  liquid  glue,  *4  pint,  soft  iron  wire  No.  16,  sand 
paper  No.  1,  cottonwood  boards,  *4"x6"xl2".  Cottonwood  is  used 
because  the  cheapest  available  wood  for  this  purpose.  Bass  and  yellow 
poplar  would  be  better,  having  less  stringy  fiber. 


s 


COPING  SAW  WORK. 


COPING  SAW  WORK— FOURTH  GRADE,  SEATTLE,  WASH. 


MANUAL  TRAINING  REPRINTS. 


This  equipment  is  kept  in  a  chest  13^"  x  18"  x  30",  that  rolls 
easily  on  casters.  The  saws  and  clamps  are  kept  in  6  tray-like  boxes, 
and  these  with  the  saw  tables  can  be  distributed  by  the  six  monitors  in 
less  than  two  minutes  and  the  whole  room  be  at  work  in  less  than  five 
minutes.  The  cost  of  the  outfit  complete  is  about  $35. 

One  period  of  sixty  minutes  per  week  is  given  for  this  work.  The 
children  ask  for  more  time  and  many  of  them  buy  their  own  saws  with 
a  dozen  blades  for  twenty-five  cents  at  any  hardware  store,  and  fnake 
many  interesting  forms  at  home,  using  material  taken  from  empty 
cigar,  fruit  and  grocery  boxes  picked  up  at  the  corner  grocery.  Home 
work  of  this  sort  is  encouraged  by  having  such  work  exhibited  for  the 
other  pupils  to  see  and  comment  upon. 

The  course  followed  is  shown  in  the  diagram.  The  purpose  of 
the  work  here,  as  in  all  other  grades  and  forms  of  handwork,  is  to  give 
educational  direction  to  the  child’s  natural  constructive  tendencies  by 
using  forms  that  are  of  interest  to  the  pupil,  and  taken  from  his  play, 
home,  school  and  the  industrial  life  about  him. 

The  effort  is  made  to  have  the  forms  chosen  come  to  the  pupil  as 
Problems  in  construction  to  be  solved  by  him ,  and  in  the  solution  of 
which  he  will  acquire  skill,  the  power  to  create,  and  a  growing  appre¬ 
ciation  of  the  constructive  work  in  the  world  about  him.  The  skillful 
teacher  will  relate  this  work  to  the  other  school  subjects  whenever  prac¬ 
ticable  and  teach  the  elements  of  good  form  and  proportion,  the.  need 
of  drawing,  the  written  language  of  form,  the  value  of  number  in  accu¬ 
rate  application,  and  develop  an  awakening  interest  in  the  industries 
that  are  founded  on  these  materials  and  processes.  In  fact,  this  last 
may  easily  be  the  leading  avenue  of  approach  in  placing  this  subject  in 
the  curriculum. 

Referring  to  the  diagram  the  first  column  indicates  in  outline  what 
we  are  to  teach.  The  tools  and  some  skill  in  their  use  and  a  knowledge 
of  the  limitations  of  the  material  are  pre-requisite  to  any  individual 
power  of  expression  or  creation.  For  the  sake  of  analysis,  the  tools  and 
the  processes  are  grouped,  and  the  sequence  largely  based  on  the  idea 
of  construction  rather  than  on  tool  dexterity.  The  tools  are  few  and  are 
quickly  mastered,  but  the  possibilities  in  form  and  combinations  of  parts 
keeps  the  child  mentally  alert  to  solve  the  mechanical  problems  that 
come  to  him.  As  we  have  to  deal  with  classes,  and  the  same  knowledge 
about  the  tools  and  the  correct  processes  is  necessary  to  every  child,  the 


10 


//?  Ou/y/ne 

C  o jb//7Q  ySow  T^afferns 


COPING  SAW  WORK. 


11 


Group 


MANUAL  TRAINING  REPRINTS . 

COPING  SAW  WORK.— Seattle  Public  Schools. 


TO  TEACH 

MEANS 

The  Tools,  their  care. 
Saw,  why  it  cuts,  etc. 
Pencil,  Ruler,  Patterns. 
Laying  out  work,  econo¬ 
my  of  material,  grain  of 
wood,  its  strength.  File. 
Sandpaper—  kinds  to  use 
on  a  block. 

Try-square,  Knife, 

Hammer— how  to  use. 

CLASS  EXERCISE 

PROBLEMS  SUGGESTE1 

1.  Saw  out  animal  forms. 
Bears.  (Have  pupils 
understand  what  they 
make.) 

PLAY 

HOME 

2  and  3.  (The  pup 
to  make.) 

Cougar. 

Rabbit. 

Squirrel . 

Donkey. 

il  to  select  any  tw< 

4.  Stand. 

(Keep  corners  square.) 

5.  Make  different  kinds  to  suit  anima 
vise  a  new  support. 

Construction .  ‘  ‘  Putting  to¬ 
gether.”  Awl — its  use. 

Brads  —  sizes.  Glue  — 
what  it  is,  why  it  holds. 

6.  Balancing  Horse. 

(Why  he  balances. 
Physical  law — explain 
ships,  icebergs,  circus 
rider,  etc.) 

i  7.  Horse  and  Cart. 

(Class  direction  in 
making  wagon. ) 

7a.  Optionals:  Four- 
wheeled  Cart. 

Construction.  Movable 

parts  - —  mechanical  mo¬ 
tions. 

8.  Feeding  Chickens. 

9.  Woodchoppers,  or 
Wrestlers. 

(Egg  crates,  fruit 
Encourage  he 

10.  “Dinkey  Bird.” 

10a.  Optionals:  Ath¬ 
lete. 

(Figures  may  be  painte 

d  with  water  colors 

Construction.  Accurate 

adjustment. 

11.  Pencil  Sharpener. 

(Require  accurate 

drawing  and  measure¬ 
ments.) 

12.  Calendar  or  M 
Strike. 

13.  Toy  Furniture.  Bench. 
Tables,  Chairs,  Cra¬ 
dles,  etc. 

(For  design,  consider  with  the  class  the 
Different  pieces  may  be  made  by 

II. 


III. 


IV. 


Note:  Other  problems  may  be  added  by  teacher  or  pupil  if  suitable  to  the 
group.  The  pupil  should  always  progress  in  his  choosing. 

12 


COPING  SAW  WORK. 


COPING  SAW  WORK. — Seattle  Public  Schools. 


$ 

APPLICATION  IN  CONSTRUCTIVE  PROBLEMS 


OR  INDIVIDUAL  SELECTION 

MATERIALS 

DRAWING  REQUIRED 

SCHOOL  INDUSTRY 

Cottonwood. 

Kind  of  tree,  its  use. 
Leaf  and  branch,  may  be 
drawn. 

Sandpaper. 

Use  a  large  drawing  to 
show  just  how  to  place 
the  pattern  on  wood. 

t 

>ring  from  home  patterr 

Puzzle  Maps  or  Pic¬ 
tures. 

is  or  pictures  of  others 

made  using  scraps  of  wood.  See  who  can  de- 

Cottonwood. 

Where  does  it  grow. 

Large  drawing  — pupils  to 
copy  by  dictation  on  pa¬ 
per,  then  on  the  board. 

— 

* 

♦  '• 

6a.  Pulleys.  Weather- 
vanes  (optional). 

Cottonwood. 

Brads,  Y%"  No.  20. 

Iron  Wire,  No.  16. 

Small  stone. 

Large  drawing  to  show 
the  “lay  out.’’ 

Patterns  used. 

Wind- wheels. 
Conveyor. 

Light  House. 

Cottonwood. 

Brass  Tacks. 

Large  drawing  of  cart. 
Pupils  work  from  it  by 
directions.  Show  how  to 
“lay  out.’’ 

|  cigar  boxes  make  good  material  for  home  work, 
i  work.) 

Cottonwood  or  Cigar  Box 
Wood  (red  cedar.) 

Large  drawing  of  sup¬ 
ports.  Patterns  for  fig¬ 
ures. 

Scales. 

Cottonwood. 

Large  drawing  of  parts — 
patterns  as  indicated. 

h 

Cottonwood  or  Cedar  or 
Spruce. 

Large  drawing.  Pupils 

copy. 

i 

^portions  of  real  furniture  and  reduce  in  size. 
'Ferent  children.) 

- w — - - - - - 

Cottonwood  or  Cedar  or 
Spruce . 

Large  drawing.  Pupils 

copy. 

MANUAL  TRAINING  REPRINTS . 


means  (given  in  the  next  column)  used  to  convey  this  knowledge  is  a 
class  model  which  all  the  children  make  under  the  careful  supervision 
of  the  teacher  to  see  that  every  child  is  forming  the  right  habit  in  the 
use  of  the  tools,  and  understands  what  he  is  doing  and  why  he  does  it. 

The  next  step  and  a  very  important  one,  and  the  basis,  I  believe, 
of  any  successful  method  of  education,  is  to  give  the  child  an  opportunity 
to  work  out  individually  his  newly  acquired  ideas  in  a  field  of  choice 
as  free  as  conditions  will  permit.  He  now  faces  a  new  situation.  He 
must  determine  how  to  meet  it.  It  is  this  repeated  experience  in  the 
course  that  will  aid  in  developing  his  power  of  initiative,  and  begin  to 
form  a  habit  of  successful  attack.  Such  a  habit  may  even  have  a  moral 
significance  in  the  other  experiences  of  life,  though  seemingly  not  re¬ 
lated  to  this  one  technical  experience. 

To  accomplish  this,  problems  for  individual  selection  are  given  as 
shown  in  the  diagram.  To  aid  the  teacher  and  pupil,  these  problems 
are  divided  or  grouped  according  to  their  dominant  interest  as  well  as 
according  to  their  mechanical  and  technical  difficulty.  No  attempt  is 
made  to  “split  hairs”  in  this  analysis,  but  such  problems  are  selected  as 
will  emphasize  what  the  child  should  know  and  also  tax  his  ability  in 
applying  it  as  far  as  he  has  been  taught  in  the  process.  That  we  may 
not  forget  the  child,  the  four  dominant  interests — play,  home,  school  and 
industry  interests,  that  actuate  us  all  in  anything  we  do,  are  given  and 
the  problems  arranged  under  each  according  to  which  one  it  seems  to 
serve  best.  Naturally  in  the  fourth  grade  the  play  interest  is  dominant. 
But  we  must  see  to  it  that  the  others  are  not  forgotten  for  the  sake  of 
the  man  and  woman  of  tomorrow. 

The  remaining  two  columns,  as  indicated,  help  the  teacher  in  the 
choice  of  material  and  its  use,  and  to  know  what  drawing  should  be 
presented  and  executed. 

These  problems  for  individual  selection  may  be  changed,  or  others 
added  or  substituted  by  both  teacher  and  pupil,  provided  they  are  suit¬ 
able  to  the  group  in  which  they  are  placed.  Thus  the  teacher  is  free 
to  make  the  course  meet  local  conditions  and  carry  out  her  own  initia¬ 
tive,  untrammeled  by  a  series  of  set  models.  Her  only  limitations  are 
those  imposed  by  her  lack  of  skill,  the  requirements  of  the  material  and 
the  best  accepted  processes  used  to  embody  the  idea  in  that  material. 

This  plan  also  permits  the  bright  pupil  to  work  to  full  capacity 
unchecked  by  the  dullest  pupil  and  gives  the  slow  pupil  as  much  oppor- 


14 


COPING  SAW  WORK. 


IS 


MANUAL  TRAINING  REPRINTS. 


tunity  as  he  can  use;  for  as  soon  as  the  pupil  finishes  the  class  piece  he 
goes  to  work  at  once  upon  the  problem  of  his  choice.  If  he  is  bright 
and  capable,  wise  advice  will  lead  him  to  select  a  problem  well  worth 
his  ability.  In  fact,  he  may  make  several  pieces  before  the  class  as  a 
whole  is  ready  to  take  up  the  next  step  together  in  the  next  class  exer¬ 
cise. 

The  sequence  followed  is  indicated  by  the  figures.  This  sequence 
is  not  one  of  technique  solely,  but  of  a  constructive  idea  that  passes 
from  simple  forms  to  more  complicated  expressions  and  the  process 
is  a  means  to  this  end. 


16 


COPING  SAW  WORK. 


The  writer  fully  appreciates  the  difficulties  of  this  plan  of  pre¬ 
senting  many  models  that  may  be  made  compared  with  giving  a  sequence 
,  of  eight,  ten  or  twelve  models  to  be  carefully  followed.  The  limits  of 

this  paper  do  not  permit  of  further  detail  concerning  the  way  the  point 
of  view  and  methods  of  work  are  given  to  the  teachers.  The  few  of 
»  the  teachers  who  do  not  for  one  reason  or  another  get  hold  of  this  plan 

do  no  worse  than  under  the  old  formal  lock-step  method,  and  many 
who  do  not  succeed  with  it  are  able  to  accomplish  much  more  than  for- 


17 


MANUAL  TRAINING  REPRINTS. 


Conveyor 


Cof/no 


v3  '7b /Tern 3 


merly,  both  in  the  amount  and  quality  of  the  work,  as  well  as  in  devel¬ 
oping  a  greater  interest  and  power  on  the  part  of  the  pupil. 

This  diagram  course  is  the  “chart”  for  the  teacher  “to  steer  by.” 
The  necessary  direction  for  making  these  models  is  given  by  means  of 
hectograph  sketches,  some  of  which  are  here  illustrated,  and  by  monthly 
meetings  with  the  teachers. 

The  amount  of  interest  a  child  may  take  in  any  activity  is  not  al- 


18 


COPING  SAW  WORK. 


ways  a  sure  indication  of  its  success,  as  an  educational  means.  But 
interest  is  the  key  that  unlocks  the  world,  and  the  line  of  greatest  effort 
is  that  of  deeper  interest.  The  touchstone  of  life  comes  when  the  self- 
conscious  mind  perceives  that  interest  awakened  in  one  line,  in  the  last 
analysis,  touches  all  others,  and  that  we  may  interest  ourselves  in  any 
good  thing  we  wish  to. 

That  the  children,  girls  and  boys  alike,  are  interested  one  or  two 

19 


MANUAL  TRAINING  REPRINTS. 


The  TyyzAl  ey25/r<zC 

C^Z/7^  7£?/fe/V7^ 


YZYaaa  rr-/7Y~  Yana  a 
*/>/ 

'Ter'c.h. 


~72>  /77e/Y  A 
?YY/pj£  e/je, 

&/7/Y  <^vy 

Y>/7Y~  aampajj. 


6'x6 


f  - 

~7a  gerf  YAez.  J777/ra 

<Zr<£/7r  T/tZ  £4zA  £S7C/*/~ 

Ybe  /?/££&  7o  YYr?  Aeaa/ 
ana  -fa/Y;  7%t2/7  yy/Zb 
YefaeY  ane/Ya/Ya/aoi/rr, 

Ye?  a Y/7 a/  a/YY?  Yaap 
^  /tear  TY e  Ya7fi>?7.  zfe. 

-a  ^  /Tan  a  /a77'£.//77ar//  Yr.7ryv 

7b  £  .4y7aY]  77b £  ^Y7Z/7-e-  /77c/jX  /?£ 

/r£0\ry  <£>/r0esaA  77  Yn/e?C  A  ~7%*L 

Y?  £4/7  47/7//  77?//  ^JY/y/pa  Y77~(L 
\77a/7'£,  a/?/777r'e.  /7£ae/J>a7/7e/7as/ 


/'/a--<^  <as?a  xYt?//  773 s7z/ 
/?4//f724'. 


7770/ 


7* 


72/eYz,  />77r  Y*oYt 
for-  ryasa/jY/r 
Ya/a?  YYa  /;/// 
oran  zYe  £c?jx-  ef 
/oY/a 


*7y~a/7£. 


7fc i  a/>-/ry>  so  6/f*/r  * 


instances  will  illustrate:  In  the  mid-year  a  room  lost  its  regular  teacher 
and  a  substitute  took  her  place  for  the  balance  of  the  term.  The  cop¬ 
ing  saw  lesson  came  a  day  or  so  later,  before  she  could  find  out  what 
and  how  to  carry  on  the  work  of  her  predecessor,  so  she  frankly  told 
the  children  they  would  omit  the  lesson  for  that  week.  They  protested, 
assuring  her  they  could  manage  it  all  right  and  show  her  what  to  do. 
She  was  wise  and  anxious  to  learn  from  any  source,  so  the  hour  went 
off  with  everyone  very  busy — profitable  to  all  concerned. 


20 


COPING  SAW  WORK. 


In  another  school  meritorious  conduct  and  attendance  is  rewarded 
%  by  stars  conspicuously  placed,  and  when  thirteen  unbroken  spots  are 

covered  they  get  a  half  holiday  Friday.  It  happened  the  particular  Fri¬ 
day  was  particular  in  other  ways,  and  they  would  miss  their  coping  saw 
*  hour,  so  they  voted  to  spend  the  holiday  in  school  sawing  wood. 

The  soul-satisfying  cry,  “it  works,”  the  cry  that  opens  the  way  to 
still  greater  accomplishment,  startled  a  principal  in  her  office,  the  other 
morning,  as  a  small  boy  rushed  in,  face  and  eyes  shining  and  held  to¬ 
wards  her  his  “athlete”  that  would  “perform”  as  he  had  made  it  to  do. 
There  is  great  value  in  some  of  our  school  work  having  a  standard  of 
excellence  that  even  a  small  boy  can  appreciate. 

In  conclusion  the  writer  claims  no  originality  for  this  work  other 
than  its  adaptation  to  this  situation.  Most  of  the  models  used  and  the 
methods  of  the  course  and  its  analysis  are  the  result  of  observations 
made  of  what  others  have  done  along  similar  lines.  It  is  not  the  end, 
but  only  the  beginning. 

4 


21 


Books  on  the  Manual  Arts 


Design  and  Construction  in  Wood.  By  William  Noyes. 

A  book  full  of  charm  and  distinction  and  the  first  to  give  due  consideration  to  the 
esthetic  side  of  wood-working.  It  is  intended  to  give  to  beginners  practice  in  designing 
simple  projects  in  wood  and  an  opportunity  to  acquire  skill  in  handling  tools.  The  book 
illustrates  a  series  of  projects  and  gives  suggestions  for  bther  similar  projects  together  with 
information  regarding  tools  and  processes  for  making.  A  pleasing  volume  abundantly 
and  beautifully  illustrated.  Price,  $1.50. 

Handwork  in  Wood.  By  William  Noyes. 

A  handbook  for  teachers  and  a  textbook  for  normal  school  and  college  students.  The 
best  reference  book  available  for  teachers  of  woodworking.  A  comprehensive  and 
scholarly  treatise,  covering  logging,  sawmilling,  seasoning  and  measuring,  hand  tools, 
wood  fastenings,  equipment  and  care  of  the  shop,  the  common  joints,  types  of  wood 
structures,  principles  of  joinery,  and  wood  finishing.  304  illustrations — excellent  pen 
drawings  and  many  photographs.  Price,  $2.00. 

Wood  and  Forest.  By  William  Noyes. 

A  companion  volume  to  “Handwork  in  Wood”  by  the  same  author.  Especially  adapted 
as  a  reference  book  for  teachers  of  woodworking.  Not  too  difficult  for  use  as  a  textbook 
for  normal  school  and  college  students.  Treats  of  wood,  distribution  of  American  forests, 
life  of  the  forest,  enemies  of  the  forests,  destruction,  conservation  and  uses  of  the  forest, 
with  a  key  to  the  common  woods  by  Filibert  Roth.  Describes  67  principal  species  of  wood 
with  maps  of  the  habitat,  leaf  drawings,  life  size  photographs  and  microphotographs  of 
sections.  Contains  a  general  bibliography  of  books  and  articles  on  wood  and  forest.  Pro¬ 
fusely  illustrated  with  photographs  from  the  United  States  forest  service  and  with  pen  and 
ink  drawings  by  Anna  Gausmann  Noyes  and  photographs  by  the  author.  309  pages. 
Price,  $3.00. 

Manual  Arts  for  Vocational  Ends.  By  Fred  D.  Crawshaw. 

A  valuable  addition  to  the  present  day  literature  on  the  problem  of  industrial  education. 
It  is  a  strong  and  convincing  plea  for  the  development  of  the  present  school  machinery  to 
serve  the  ends  of  vocational  education.  It  treats  the  problem  in  a  practical  way  giving 
concrete  working  helps  and  is  a  source  of  inspiration  to  manual  arts  teachers .  and  others 
interested  in  the  problem.  Price,  85  cents. 

Handwork  Instruction  for  Boys.  By  Dr.  Alwin  Pabst. 

A  philosophical  and  historical  review  of  manual  training  for  boys  and  a  discussion  of  the 
systems  in  vogue  in  the  several  European  countries  and  in  America  by  the  director  of  the 
normal  school  for  teachers  of  manual  training  at  Leipsic.  With  plates  showing  typical 
manual  training  workshops.  Price,  $1.00. 

Handcraft  in  Wood  and  Metal.  By  J.  Hooper  and  A.  J.  Shirley. 

A  valuable  reference  book  on  craftwork  in  wood  and  metal.  It  treats  of  historic  craftwork, 
materials  used  in  handcrafts,  designing,  decorative  processes,  the  historic  development  of 
tools,  the  theory  of  the  cutting  action  of  tools,  and  the  equipment  of  the  school  workshop. 
It  is  notable  because  of  its  application  of  design  to  handwork.  Beautifully  bound  and 
abundantly  illustrated.  Price,  $3.00. 

Wood  Pattern-Making.  By  Horace  T.  Purfield. 

A  clear,  concise  treatise  on  the  fundamental  principles  of  pattern-making.  It  presents 
the  best  methods  of  construction  and  those  most  easily  understood  by  the  student.  It  is 
not  arranged  about  a  course  of  problems  but  may  be  used  with  any  course.  A  practical 
text  for  high  school,  trade  school,  technical  school  and  engineering  college  students. 
Written  by  an  experienced  pattern-maker  and  teacher  of  pattern-making  and  kindred 
subjects.  Price,  $1.00. 

Essentials  of  Woodworking.  By  Ira  S.  Griffith. 

A  textbook  written  especially  for  grammar  and  high  school  students.  The  standard 
textbook  on  elementary  woodworking.  A  clear  and  comprehensive  treatment  of  wood¬ 
working  tools,  materials,  and  processes,  to  supplement,  but  not  to  take  the  place  of  the 
instructions  given  by  the  teacher.  The  book  does  not  contain  a  course  of  models;  it  may 
be  used  with  any  course.  It  is  illustrated  with  photographs  and  numerous  pen  drawings. 
Price,  75  cents. 

Beginning  Woodwork,  At  Home  and  in  School.  By  Clinton  S.  Van  Deusen. 

A  valuable  textbook  for  rural  schools,  by  one  who  has  made  a  special  study  of  the  manual 
training  problems  in  the  country  school.  A  full  and  clear  description  in  detail  of  the 
fundamental  processes  of  elementary  benchwork  in  wood.  This  description  is  given  through 
directions  for  making  a  few  simple,  useful  articles,  suitable  either  for  school  or  home 
problems.  The  book  contains  more  than  one  hundred  original  sketches  and  ten  working 
drawings.  Price,  $1.00. 


Projects  for  Beginning  Woodwork  and  Mechanical  Drawing. 

By  Ira  S.  Griffith. 

A  work  book  for  the  use  of  students  in  grammar  grade  classes.  It  consists  of  working 
drawings  and  working  directions.  The  projects  are  such  as  have  proven  of  exceptional 
service  where  woodworking  and  mechanical  drawing  are  taught  in  a  thoro,  systematic  man¬ 
ner  in  the  seventh  and  eighth  grades.  The  aim  has  been  to  provide  successful  rather  than 
unique  problems.  The  50  projects  in  the  book  have  been  selected  and  organized  with  the 
constant  aim  of  securing  the  highest  educational  results.  The  book  is  especially  suited  for 
use  in  connection  with  “Essentials  of  Woodworking”  by  the  same  author.  Price,  75  cents. 

Advanced  Projects  in  WoodAvork — Furniture  Making.  By  Ira  S.  Griffith. 

This  book  is  similar  to  “Projects  for  Beginning  Woodwork  and  Mechanical  Drawing,”  but 
is  suited  to  high  school  needs.  It  consists  of  fifty  plates  of  problems  and  accompanying 
notes.  It  is  essentially  a  collection  of  problems  in  furniture  making  selected  and  designed 
with  reference  to  school  use.  On  the  plate  with  each  working  drawing  is  a  good  perspective 
sketch  of  the  completed  object.  In  draftsmanship  and  refinement  of  design  these  problems 
are  of  superior  quality.  It  is  in  every  respect  an  excellent  collection.  Price,  75  cents. 

Furniture  Design  for  Schools  and  Shops.  By  Fred  D.  Crawshaw. 

A  manual  on  furniture  design.  A  book  that  will  stimulate  and  encourage .  designing  and 
initiation  on  the  part  of  the  student.  It  contains  a  collection  of  plates  showing  perspective 
drawings  of  typical  designs,  representing  particular  types  of  furniture.  Each  perspective  is 
accompanied  by  suggestions  for  rearrangements  and  the  modeling  of  parts..  The  text  dis¬ 
cusses  and  illustrates  principles  of  design  as  applied  to  furniture..  A  practical  and  helpful 
book  that  should  be  in  the  hands  of  every  teacher  of  cabinet  making  and  designing.  Price, 
$1.00. 

Problems  in  Furniture  Making.  By  Fred  D.  Crawshaw. 

The  revised  and  enlarged  edition  of  this  well-known  book,  contains  43  full-page  working 
drawings  of  articles  of  furniture.  Every  piece  shown  is  suitable  for  construction  in  high 
school  classes,  and  is  appropriate  and  serviceable  in.  the  home.  In  addition  to  the  working 
drawings,  there  is  a  perspective  sketch  of  each  article  completed.  There  are  36  pages  of 
text  giving  notes  on  the  construction  of  each  project,  chapters  on  the  “Design,  and 
“Construction”  of  furniture,  and  one  on  “Finishes.”.  The  last  chapter  describes  15 
methods  of  wood  finishing,  all  adapted  for  use  on  furniture.  Price,  $1.00. 

Problems  in  Woodworking.  By  M.  W.  Murray. 

A  convenient  collection  of  good  problems  consisting  of  forty  plates  of  working  drawings 
of  problems  in  bench  work  that  have  been  successfully  worked  out  by  boys  in  one  of  the 
grades  from  seven  to  nine,  inclusive.  Price,  75  cents. 

Problems  in  Wood-Turning.  By  Fred  D.  Crawshaw. 

A  textbook  on  the  science  and  art  of  wood-turning.  Contains  25  full-page  plates  of 
working  drawings  covering  spindle,  faceplate,  and  chuck  turning.  It  gives  the  mathematical 
basis  for  the  cuts  used  in  turning.  A  helpful  discussion  of  the  principles  of  design  as 
applied  to  objects  turned  in  wood.  It  is  a  clear,  practical  and  suggestive  book  on  wood¬ 
turning,  and  a  valuable  textbook  for  students’  use.  Price,  80  cents. 

Workshop  Note-Book — WoodAvorking.  By  George  G.  Greene. 

A  small-size  textbook  and  note-book  combined.  It  furnishes  a  few  general  and  extremely 
important  directions  about  tools  and  processes;  and  provides  space  for  additional  notes  and 
working  drawings  of  exercises  and  articles  which  the  pupil  is  to  construct.  .  It  is  essentially 
a  collection  of  helps,  ideas,  hints,  suggestions,  questions,  facts,  illustrations,  etc.,  which 
have  been  prepared  by  a  practical  teacher  to  meet  a  real  need  in  his  own  shop..  The  note¬ 
book  is  full  of  suggestions;  shows  a  keen  insight  into  subject  matter  and  teaching  methods 
and  is  an  effective  teaching  tool.  Price,  15  cents. 

Manual  Training  Toys  for  the  Boys’  Workshop.  By  H.  W.  Moore. 

A  popular  boys’  book  that  is  truly  educational.  The  book  contains  in  pages,  35  of  which 
are  full-page  plates  of  working  drawings  illustrating  42  projects.  All  the  projects  are 
overflowing  with  “boy”  interest,  are  well  adapted  to  the  upper  grades  of  the  elementary 
school  and  are  new  in  the  manual  training  shop.  The  text  treats  of  tools  and  tool  pro¬ 
cesses  and  gives  instructions  for  making  each  project.  Price,  $1.00. 

Kitecraft  and  Kite  Tournaments.  By  Charles  M.  Miller. 

An  authoritative  and  comprehensive  treatment  of  kitecraft.  The  book  deals  with  the 
construction  and  flying  of  all  kinds  of  kites,  and  the  making  and  using  of  kite  accessories. 
Also  aeroplanes,  gliders,  propellers,  motors,  etc.  Four  chapters  are  devoted  to  presenting 
a  detailed  description  of  kite  flying  tournaments.  Abundantly  illustrated  and  attractively 
bound.  Price,  $1.00. 

The  Construction  and  Flying  of  Kites.  By  Charles  M.  Miller. 

.  This  contains  twenty-two  illustrations,  including  seven  full-page  plates  of  drawings  of 
kites — over  forty  kites  shown.  Details  of  construction  given,  a  kite  tournament  is  described. 
Full  of  interesting  suggestions.  Price,  25c. 

Selected  Shop  Problems.  By  George  A.  Seaton. 

A  collection  of  sixteen  problems  in  woodworking.  Each  problem  has  been  put  to  the 
test  and  has  proven  satisfactory  to  the  teacher  who  designed  it  and  to  the  pupil  who  made 
it.  Price,  20  cents. 


Coping  Saw  Work.  By  Ben  W.  Johnson. 

Contains  working  drawings  and  suggestions  for  teaching  a  course  of  work  in  thin  wood 
that  is  full  of  fun  for  the  children,  and  affords  ample  means  for  training  in  form  study, 
construction,  invention  and  careful  work.  Has  been  called  “applied  mechanics  for  the 
fourth  grade.”  Price,  20  cents. 

Problems  in  Mechanical  Drawing.  By  Charles  A.  Bennett. 

A  students’  textbook  consisting  of  80  plates,  classified  into  groups  according  to  principle 
and  arranged  according  to  difficulty  of  solution.  It  furnishes  teachers  of  classes  beginning 
mechanical  drawing  with  a  large  number  of  simple,  practical  problems  which  have  been 
selected  with  reference  to  the  formation  of  good  habits  in  technique,  the  interest  of  the 
pupils  and  the  subjects  generally  included  in  a  grammar  and  first-year  high  school  course. 
Each  problem  is  given  unsolved  and  therefore  in  proper  form  to  hand  to  the  pupil  for 
solution.  Price,  75  cents. 

Effective  Methods  in  Mechanical  Drawing.  By  F.  H.  Evans. 

A  practical  textbook  of  drafting  methods.  The  methods  presented  are  those  which 
meet  the  requirements  of  speed  and  practical  effectiveness  as  sought  in  commercial  drafting. 
The  book  deals  with  “The  Geometry  of  Drafting”  and  “Kinks  and  Short  Cuts,”  including 
a  simple  and  practical  method  of  making  working  drawings  of  bevel  gears.  The  book  is 
essentially  a  reprint  of  selected  sections  of  “The  Drafting  Room  Series,”  a  larger  work  by 
the  same  author.  Cloth  bound,  price,  50  cents. 

The  Drafting  Room  Series.  By  F.  H.  Evans. 

A  modern  and  successful  textbook,  rich  in  content,  practical  in  methods  and  extremely 
adaptable  in  form.  The  result  of  a  new  analysis  of  the  processes  of  practical  drafting  by 
an  experienced  draftsman,  engineer  and  teacher. 

PART  I.  Reading  Machine  Drawings.  Is  of  special  value  to  beginners  and  those  who 
wish  to  learn  to  read  drawings. 

PART  II.  Machine  Drafting.  Treats  of  drafting  room  methods,  including  detailing, 
checking  and  tracing,  and  the  best  use  of  drawing  instruments  and  materials  to  obtain 
practical  results. 

PART  III.  Interference  of  Moving  Parts  and  Tooth  Gears.  Contains  an  entirely  new 
presentation  of  gears,  avoiding  technical  language  and  difficult  formulae,  yet  going  to  the 
bottom  of  the  matter  with  perfect  clearness.  It  consists  of  54  cards  and  3  pamphlets  of 
standard  filing  card  size,  5x8  inches,  in  a  filing  box.  The  form  is  convenient,  practical 
and  capable  of  unlimited  expansion.  Price,  complete,  $2.00. 

Mechanical  Drafting.  By  H.  W.  Miller. 

A  textbook  on  mechanical  drawing,  for  first  year  engineering  and  advanced  high  school 
students.  It  supplements  the  work  of  the  instructor  in  such  a  way  as  to  reduce  lecture  work 
to  a  minimum.  It  is  written  about  a  flexible  course,  but  may  be  used  equally  well  with  any 
course.  The  book  abounds  in  illustrations,  both  line  drawings  and  half-tones.  It  shows  a 
wise  selection  of  material,  a  keen  insight  into  the  work  of  the  draftsman,  and  a  thoro 
knowledge  of  the  principles  and  methods  of  teaching.  Above  all  it  is  a  practical  treatment 
of  subject  matter  and  a  students’  text  easily  adaptable  to  varied  schools  and  conditions. 
Contains  2x9  pages  and  225  illustrations,  and  is  bound  in  black  flexible  leather,  pocket 
book  size.  Price,  $1.50. 

Simplified  Mechanical  Perspective.  By  F.  F.  Frederick. 

A  textbook  of  simple  problems  covering  the  essentials  of  mechanical  perspective.  It  is 
planned  for  pupils  of  high  school  age  who  have  already  received  some  elementary  training 
in  mechanical  drawing.  It  is  simple,  direct  and  practical.  Price,  75  cents. 

Practical  Typography.  By  George  E.  McClellan. 

A  remarkable  textbook  for  students  of  printing.  It  contains  a  course  of  exercises  ready 
to  place  in  the  hands  of  pupils,  and  explains  and  illustrates  the  most  approved  methods 
used  in  correct  composition.  A  valuable  feature  of  the  book  lies  in  the  fact  that  in  the 
early  stages  of  the  course  the  pupil  sets  up  in  type  a  description  of  what  he  is  doing  with 
his  hands.  It  contains  63  exercises,  treating  of  composition  from  “Correct  Spacing”  to 
the  “Making  up  of  a  Book,”  and  the  “Composition  of  Tables.”  Price,  $1.50. 

Art  Metal  Work.  By  Arthur  F.  Payne. 

A  textbook  written  by  an  expert  craftsman  and  experienced  teacher.  It  treats  of  the 
various  materials  and  their  production,  ores,  alloys,  commercial  forms,  etc. ;  of  tools  and 
equipments  suitable  for  the  work,  the  inexpensive  equipment  of  the  practical  craftsman;  and 
of  the  correlation  of  art  metalwork  with  design  and  other  school  subjects.  It  describes  in 
detail  all  the  processes  involved  in  making  articles  ranging  from  a  watch  fob  to  a  silver 
loving-cup.  It  gives  new  methods  of  construction,  new  finishes,  new  problems.  It  is 
abundantly  and  beautifully  illustrated,  showing  work  done  by  students  under  ordinary 
school  conditions  in  a  manual  training  shop.  The  standard  book  on  the  subject.  Price,  $1.50. 

The  Wash  Method  of  Handling  Water-Colour.  By  F.  F.  Frederick. 

A  brief,  clear,  comprehensive  text  printed  in  sepia  and  illustrated  with  wash  draw 
ings  and  a  water-color  painting  by  the  author.  Price,  50  cents. 

Classroom  Practice  in  Design.  By  James  Parton  Haney. 

A  concise,  up-to-date,  richly  illustrated  brochure  on  the  teaching  of  applied  design. 
Price,  50  cents. 


Inexpensive  Basketry.  By  William  S.  Marten. 

A  teachers’  manual  presenting  in  detail  the  processes  of  coiled  basket  construction. 
The  book  gives  a  complete  treatment  of  the  necessary  equipment,  and  the  preparation  of 
raw  materials,  and  outlines  a  course  for  grades  three  to  six.  In  addition  it  contains  a 
bibliography  of  books  and  magazine  articles  treating  of  basketry.  It  is  unique  among 
books  on  basketry,  as  it  shows  by  a  series  of  excellent  photographs  every  step  in  the 
construction  of  coiled  baskets.  The  illustrations  “really  illustrate”  and  show  the  hand 
full-size  in  the  different  positions  assumed  in  making  a  complete  basket.  Price,  25  cents. 

Paper  and  Cardboard  Construction.  By  G.  P.  Buxton  and  F.  L.  Curran. 

A  book  of  special  value  because  of  the  fund  of  information,  and  the  excellent  selection 
and  classification  of  material.  It  is  a  handbook  for  teachers  covering  book  problems,  box 
problems,  card  problems  and  envelope  problems  for  the  first  four  grades.  It  outlines 
courses,  gives  detailed  working  directions,  and  suggestions  concerning  equipment,  supplies 
and  methods  of  teaching.  Illustrated  with  photographs  and  complete  working  drawings  of 
each  problem.  Price,  $1.50. 

Leather  Work.  By  Adelaide  Mickel. 

A  manual  on  art  leather  work  for  students,  teachers  and  craft  workers.  It  gives  detailed 
descriptions  of  the  various  processes  of  working,  treating  of  flat  modeling,  embossing  or 
repousse,  carved  leather  and  cut  work.  It  is  well  illustrated  with  photographs  of  finished 
work  and  working  drawings  of  twent}'  useful  and  beautiful  articles  suitable  for  school  and 
home  work.  Price,  75  cents. 

Olay  Work.  By  Katherine  Morris  Lester. 

This  book  was  written  by  a  grade  teacher  and  art  worker  to  help  teachers  in  acquiring 
the  technique  of  clay  working,  and  to  give  them  suggestions  concerning  the  teaching  of  the 
several  types  of  clay  work  suited  to  pupils  in  the  elementary  schools.  It  covers  the  study 
of  natural  forms,  the  human  figure  in  relief,  and  the  round,  animal  forms,  story  illustration, 
architectural  ornament,  tiles,  hand-built  potter}',  and  pottery  decoration.  The  book  is 
richly  illustrated  with  more  than  fifty  half-tone  and  line  cuts  showing  processes,  designs, 
and  the  work  of  children  from  ten  to  twelve  years  of  age.  Price,  $1.00. 

Handicraft  for  Girls.  By  Idabelle  McGlauflin. 

A  handbook  for  teachers,  detailing  a  five-years’  course  in  sewing  for  girls  in  the  public 
schools.  Chapters  on  stitches,  fibers  and  fabrics,  cloth  and  cardboard  construction,  basketry, 
dress  in  its  relation  to  art,  and  home  furnishing.  It  is  definite  enough  to  be  thoroljr  practical 
and  elastic  enough  to  suit  the  varied  conditions  in  rural,  village  or  city  schools.  Price,  $1.00. 

Manual  Training  and  Vocational  Education. 

A  magazine  of  “quality.”  The  professional  journal  of  the  teachers  of  manual,  voca¬ 
tional  and  industrial  education.  It  publishes  practical  articles  on  the  ways  and  means  of 
“doing  things.”  It  discusses  vital  problems  in  teaching  the  manual  arts  and  presents  the 
best  current  thought  on  the  development  of  manual  training  and  vocational  education.  To 
the  inexperienced  teacher,  it  is  valuable  in  solving  numerous  problems,  and  to  the  experienced 
teacher,  it  is  a  means  of  keeping  abreast  of  the  times.  It  is  ably  edited,  attractively  printed, 
and  well  illustrated  with  photographs  and  drawings  made  especially  for  its  pages.  Published 
monthly  except  July  and  August.  $2.00  a  year;  Canada  $2.25;  Foreign  $2.50. 

Problems  in  Farm  Woodwork.  By  Samuel  A.  Blackburn. 

A  collection  of  100  practical  problems  relating  to  agriculture  and  farm  life.  Ac¬ 
companying  each  of  the  full-page  plates  of  working  drawings  is  a  page  or  more  of  text 
treating  of  “Purpose,”  “Material,  “Bill  of  Stock,”  “Tools,”  “Directions”  and  “As¬ 
sembling.”  A  valuable  book  for  students  and  teachers  of  manual  arts  and  agriculture 
and  for  the  boy  on  the  farm.  Price,  $1.00. 

Books  on  the  Manual  Arts. 

A  bibliography  listing  and  describing  all  the  standard  books,  and  the  best  of  the  recent 
publications,  free  on  request. 


Published  by 

THE  MANUAL  ARTS  PRESS, 

PEORIA,  ILLINOIS 


